LESSON 4: Theme and Connections in Hawaiian Music

LESSON 4: THEME AND CONNECTIONS IN HAWAIIAN MUSIC LESSON AT A GLANCE

LESSON OBJECTIVE: Students will be able to write lyrics applicable to their own lives within the context of Hawaiian music.

DURATION: 60 mins

MATERIALS: Previously-generated (or newly-generated) list of topics that are important to students, “No Nā Kamali'i” mp3, Handout 7: "No Nā Kamali'i" Lyrics STANDARDS: VAPA Music, Grade Three: 3.1 Identify the uses of music in various cultures and time periods. VAPA Music, Grade Five: 1.4: Analyze the use of music elements in aural examples from various genres and cultures. CCSS ELA, RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS ELA SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally CCSS ELA SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Social Justice Standards ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too

CONCEPTS/VOCABULARY: Lyrics - The words in a song. Theme - A message or lesson that an author or artist wants you to learn. Typically a broad idea about life, which is inferred instead of stated.

GUIDING QUESTIONS: What are some reasons why people make music and art? How do elements of rhythm and melody pair with lyrics to create music? How can music be used as a form of self-expression?

LESSON PLAN WARM UP: Post-Show Discussion on the Hawaiian 'Ohana Performance

Lead a class discussion on the students’ experience of the Hawaiian 'Ohana performance at The Broad Stage.

Ask students to share thoughts, feelings, reactions, and what they learned from the performance.

Have students brainstorm what they believed the theme, or central message of the performance was. In other words, what life lesson(s) did the artists hope that you would learn from this performance that you could apply to your own lives? It is possible that students may talk about Hawai'i, Hawaiian culture, the ukulele, or other artistic elements. Celebrate these answers, but continue to guide students toward analyzing the theme.

Part 1: Art as a Method for Addressing Social Issues

Review the previously-generated list of challenges that kids often face in their community. If this list is no longer available, work as a class to generate a new list.

Ask students to select one challenge that they face in their lives. It might be a challenge on the list, or it could be one that had not been written about. If students are struggling to find some examples themselves, it may be helpful to provide a few potential topics such as bullying, feeling stressed when taking a test, or other topics that apply to students in grades 3-5.

Part 2: Create a Skit about Overcoming Challenges

Play the mp3 of the song “No Nā Kamali'i.” First, listen to the song without the lyrics. Ask students to listen to the rhythm, melody, and instruments. Can they identify which instruments are being played?

https://soundcloud.com/broadstage/no-n-kamalii/s-aSVFA?in=broadstage/sets/hawaiian-ohana/spYKF0

Pass Handout 7: “No Nā Kamali'i” Lyrics. Before listening again, discuss how each verse contains 1-4 lines, and that each line contains a short phrase. Most phrases are not full or complex sentences. Ask students to closely listen to the lyrics and see if they can follow along as the song plays.

NOTE: Although we hear the song in Hawaiian, there is also an English translation for each verse.

While the music is being played, students may begin to hum or tap their fingers to the song. Encourage this kinesthetic learning for the students, as long as they are allowing others to still hear the rhythm and lyrics of the music.

After listening, let students know that they will be writing their own lyrics to the song. The lyrics should express the issue or challenge that students selected in Part 1. Provide students an example for inspiration, or write a stanza together as a class.

Provide students with time to write their lyrics to the same rhythm and beat of the song.

TASK: Write a song about a personal challenge using rhythm, structure, and beat of the song, No Nā Kamali'i.

ASSESSMENT CRITERIA: • Song is related to a topic important to the student. • Song matches the style and structure of “No Nā Kamali'i.”

PURPOSE: To increase understanding of the structure of Hawaiian music, and foster a connection between our own lives and the art in which we interact.

Student Reflection Allow students to share their lyrics with the class, while playing “No Nā Kamali'i” aloud. Ask students to orally reflect upon the joys and challenges of creating their songs.